AC9E6LY05
Official content description
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
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What Year 6 English students should achieve
Coverage is judged against the achievement standard — not by ticking every content description. These are the official Year 6 English standard sentences this code builds towards:
- By the end of Year 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts.
- They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
- They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features.
- They spell using phonic, morphemic and grammatical knowledge.
- They explain how language features including literary devices, and visual features influence audiences.
- For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts.
The Literacy progression either side of AC9E6LY05
A class can only meet this descriptor if they were taught the one before it. If yours hasn't, that's where the lesson starts — not here.
Taught before · Year 5
- AC9E5LY01describe the ways in which a text reflects the time and place in which it was created
- AC9E5LY02use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
- AC9E5LY03explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Builds towards · Year 7
- AC9E7LY01explain the effect of current technology on reading, creating and responding to texts including media texts
- AC9E7LY02use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts
- AC9E7LY03analyse the ways in which language features shape meaning and vary according to audience and purpose
Other Year 6 Literacy codes
- AC9E6LY01examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
- AC9E6LY02use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
- AC9E6LY03analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
- AC9E6LY04select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
- AC9E6LY06plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
- AC9E6LY07plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
- AC9E6LY08use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
- AC9E6LY09use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words
Content description and achievement standard © Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.